1. Writing in the 3-8 ELA Modules New to NTI Teachers/Coaches Session 5

2. 2 Learning Targets I can describe EL’s approach to writing in the English Language Arts curriculum modules. I can describe the characteristics of the different types of writing required by the Common Core State Standards and how they are incorporated into the modules. I can describe how models, critique, and descriptive feedback are used to promote the development of high-quality common core aligned writing from students.

3. Written Conversation Protocol Find the Written Conversation Protocol on page X.  Silent conversation  Respond to prompt in writing (2 minutes); switch  Respond to what his/ her partner wrote (1 minute)  Switch back; original writer reflects (1 minute)  Repeat 3

4. Prompts Which norm will you have difficulty upholding today? Why? p. X How do you currently help students strengthen their writing? 4

5. Learning Target #1 I can describe EL’s approach to writing in the 3-8 ELA Modules. 5

6. Writing in the Modules Locate “Writing Instruction in NYS ELA Modules Grades 3-8” on pp. X. Read and take notes about the text with sticky notes using the SNAP Protocol on p. X When finished, share thoughts with split-table group, one letter of SNAP at a time.  S= summary  N= new learning  A= already knew  P= a picture 6

7. CCSS Writing Genres Form triads. Each member of the triad craft a first draft definition of ONE of the following types of writing:  Narrative  Explanatory/ Informative  Argumentative Use p. X 7

8. Appendix A Read your genre descriptor of writing in Appendix A located on pp. X. Revise original definition if necessary. Share your definition with the other two members of the triad. 8

9. Argument Writing Read “The Importance of Argument Writing” on p. X. Turn and Talk to the following prompt:  What are the implications for classroom practice in regards to argument writing? 9

10. Learning Target #2 I can describe the characteristics of the different types of writing required by the CCSS and how they are incorporated into the modules. 10

11. Writing Sort Work in triads to sort the types of writing in the modules by characteristics. Review the Task Card on p. X with your group and follow the instructions. Take notes as you discuss. We will be addressing the questions on the task card as whole group. 11

12. Discussion What did you notice about the types of writing? What did you notice about writing from sources? What did you notice about writing that addresses the research standard? What additional writing or language standards do these performance tasks address? Why? 12

13. Learning Target #3 I can describe how models, critique, and descriptive feedback are used to promote the development of high-quality common core aligned writing from students. 13

14. Models, Critique and Feedback Jigsaw the following pages:  Member A: 93-99  Member B: 100-107  Member C: 108-114  Member D: 115-122 Text-Code  N= new information  ?= questions that arise  != validations because you/your schools do this 14

15. Share Share text-codes with your group of 4. Record new learning on the notecatcher, p.X Share the air space. 15

16. Video Find video at http://vimeo.com/44053703http://vimeo.com/44053703 How will the practices you saw promote high- quality writing from students? 16

17. Module Writing Lessons Using the Writing Lesson in the Module Sampler, highlight examples of models, critique, and descriptive feedback within the sample lesson. Discuss at split table groups. 17

18. Synthesize What practices promote high-quality writing from students? What is EL’s approach to writing in the 3-8 ELA Modules? Why do modules, critique lessons and providing descriptive feedback matter in moving student forward in their writing? 18